ORICL: Evaluating the effectiveness of a new educator reflection and assessment tool for working with children under 3

The project tests the effectiveness of a new reflection and assessment tool to improve early childhood educators' ability to observe, assess, and critically reflect on the quality of individual children's learning experiences in settings for children under three years. ORICL responds to the importance and complexity of monitoring and improving quality programs for an increasing number of children under 3 years of age in early childhood programs (OECD, 2015, 2017). The tool complements instruments that are used to assess overall program quality (ECERS-E, SSTEW). The current version was co-developed and refined using a Delphi process engaging a panel of 20 early childhood experts (Crisp et al, 1997). Two key pedagogical frameworks, Belonging, Being and Becoming: The Early Years Learning framework for Australia (COAG 2009), and Measuring and Monitoring Quality in Childcare: A Pedagogical Framework for Childcare for Babies and Toddlers (Kind & Gezen, 2014) have influenced identification of key constructs of quality for the tool. The project adopts both quantitative and qualitative approaches, enacting principles of co-design. This pilot study includes 15 educators in centre-based and family day care services trialling the tool and participating in follow-up surveys and interviews. The research is conducted in accordance with the Australian National Statement on Ethical Conduct in Human Research (2015). Educators have found the tool provides new insights into how they as educators could make changes to enhance children's experiences. With educators' endorsement, there is potential for the tool's broader use across all setting types to improve practice.